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1.
Yu-ju Hung 《Assessment & Evaluation in Higher Education》2019,44(8):1191-1208
AbstractGrounded on the notion of observational learning in social cognitive learning theory, this study evaluated the effectiveness of repeated self-assessment on English-as-a-foreign-language learners’ oral performance and the perceptions of the students and the instructor of this practice. Ninety-seven students from three classes in a Taiwanese college participated in this study. The classes experienced five trials of self-assessment in which they used cell phones to record their oral responses. Instead of simply rating their own recordings, the students were provided questions to guide their examination of key components of their own talk. The results show that the students’ oral performance and evaluation abilities both improved over time, and they highly valued opportunities to detect their errors and observe their real learning outcomes. The findings suggest that self-assessment bridged the gap between repeated practice and English learning by allowing the students to reflect upon their performance, find their weaknesses, adjust their following talk, and recognize their learning outcomes. 相似文献
2.
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks. 相似文献
3.
Roseanna Bourke 《Assessment & Evaluation in Higher Education》2018,43(5):827-839
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners’ metacognitive strategies, self-assessment challenges views around learning and assessment. The defined task that constitutes ‘self-assessment’ is considered for two key reasons. First, it is essentially a tool to reflect student-staff partnership in learning and assessment if students are positioned as agentic in the assessment process, and, second, it challenges the relationship between assessment and learning; no longer dichotomous, and more culturally relevant. This paper outlines the introduction of self-assessment over three years in a university postgraduate programme. Using cultural historical activity theory, a framework of analysis that recognises multiple networks of activity, the question ‘what constitutes a self-assessment task?’ is addressed. Results show that the development of self-assessment tasks needs to be considered in the learning-assessment nexus. While these forms of assessment initially unsettle students, they are designed to enable students to participate with an eye on their learning, not the grade. 相似文献
4.
Self-assessment and peer-assessment are strategies employed to encourage students to take more responsibility for the learning process. Although the advantages are not obvious, the process has the potential to empower learning and to assist the development of assessment skills, which are so important for future teachers. The research aimed to identify student-teachers' attitudes concerning the contribution of self-assessment and anonymous peer-assessment to the quality of their assignments and improvement of their assessment skills, using both qualitative and quantitative methodologies. The sample included 300 students studying for bachelor’s or master’s degrees. Texts that were analysed included: responses to a questionnaire, self and peer-assessments, word comments on the assignments and written blog content relating to students’ activities and their performance of peer evaluations. The students noted that they significantly benefitted from the process, learned various methods of assignment and assessment performance and it positioned them in relation to others, noticing how others evaluated them. Anonymous evaluation allowed students to overcome inhibitions in evaluating peers' works and improved their assessment skills. 相似文献
5.
Vocabulary acquisition is increasingly viewed as crucial to language acquisition.Meanwhile,learning vocabulary is often perceived as a tedious and laborious process.Chinese students usually feel bored in vocabulary lessons because they have not changed their learning habits,such as writing word on paper,trying to learn by heart.To help students find vocabulary lessons more interesting,we can use games.This paper analyses the traditional method of teaching vocabulary is not effective,whereas there are some advantages of using games,such as,games bring in fun,games are motivating and create context for language use and then gives two examples of applying games in my vocabulary teaching.Students prefer games and puzzles.Games motivate and entertain students but also help them memorize and recall the material easily.The conclusion is that learning vocabulary through the games is an effective and interesting means which should be used in any classrooms. 相似文献
6.
Giving students a purpose and a passion for sharing their thinking through authentic learning experiences and giving them
tools for writing through which they can risk new vocabulary, new language, and new thought is critical for the linguistic
and cognitive development of students. Furthermore, students develop a deep understanding of content they have heard and read
when given time to process information through writing and speaking. This article describes one teacher’s quest to identify
and implement effective research-based instructional strategies that she could use to successfully support her kindergarten
ELL students during science instruction. 相似文献
7.
Building a text is a multidimensional endeavor. Writers must work simultaneously on the content of the text, its discursive organization, the structure of the sentences, and the individual words themselves. Knowledge of vocabulary is central to this endeavor. This study intends (1) to trace the development of writer’s vocabulary depth, their vocabulary fluency in writing, and the features of the text they produce (productivity, lexical richness, and text structure) through elementary school and (2) to determine the contribution of the writer’s performance and the text features to the quality of the text. One hundred and eighty bilingual Spanish/Catalan speakers from first, third, and sixth grade took part in the study. They participated in three researcher-created tasks; a synonyms/antonyms task to orally assess vocabulary depth; a semantic orthographic fluency task to examine their vocabulary fluency in writing; and a text writing task to evaluate text quality. Data was analyzed using structural equation modeling in order to examine the relationship between the target writer’s performance and the text features of the written compositions, and the externally evaluated text quality. Results revealed that both writer’s performance on vocabulary depth and semantic orthographic fluency and text features improved with school level. However, the capacity to establish meaning relations between words contributed more directly to the quality of texts than the speed to find words with a specific phonographic correspondence. External evaluation of text quality was more variable for younger students than for older students and was affected by school level mediated by writer performance and text features. 相似文献
8.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
9.
刘淑芬 《唐山师范学院学报》2009,31(3):24-26
在对外汉语词汇教学中,词语义分析恰当与否直接影响留学生汉语词语学习效果。词汇教学过程中,要求留学生掌握词语义并会灵活运用,留学生往往能够记住大量词义,但却不能灵活运用之。利用上下文语境进行对外汉语词语义分析对留学生掌握并正确运用词语具有举足轻重的作用。 相似文献
10.
This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants' reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. 相似文献
11.
Sandra Fernandes Luís Querido Arlette Verhaeghe Catarina Marques Luísa Araújo 《Reading and writing》2017,30(9):1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade 6. The results of path analyses showed that text reading fluency is much more dependent on the foundational skills of word recognition than reading comprehension, and the later, in turn, depends crucially on the specific constituent skill of text reading fluency. Text reading fluency has a significant influence on vocabulary from the beginning, but vocabulary contributed to reading comprehension only in more advanced grades. These results, obtained with an orthography of intermediate depth, are in line with the Simple View of Reading (SVR). However, they also highlight the importance of textual cues—besides the pivotal role of decoding—from the beginning of learning to read, which must be taken into account in the SVR. 相似文献
12.
本研究旨在测试在二语习得条件下词汇广度对英语口语流利度的影响。该研究通过八项流利性指标来测试受试者(重庆大学的39名英语专业大二学生)的口语流利度。研究发现词汇广度确实对英语口语流利度有一定影响,但却不是决定性的因素。在外语教学中,我们应该正确看待词汇教学,在口语交际中应加强一般词汇的创造性使用,教学生英语关键在于教他们如何灵活运用英语进行交流。 相似文献
13.
Weiqiang Wang 《Assessment & Evaluation in Higher Education》2017,42(8):1280-1292
The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students’ rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics’ effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students’ perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants’ retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students’ self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric-user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment. 相似文献
14.
This study investigated eighth-grade science students’ (13–14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students’ perceptions of vocabulary knowledge, students’ perceptions of vocabulary and reading strategies surveys, and a content achievement test. Students’ perceptions of vocabulary knowledge were compared before and after instruction to see whether students believed they gained knowledge and the ability to explain categories of technical science terms. Students’ perceptions of vocabulary knowledge increased as a result of instruction. The participants had favorable views of the vocabulary and reading strategies implemented and believed the literacy approaches were important for their developing science knowledge. In addition, students’ content achievement was compared to a national data set. Students in this study outperformed a national data set on all content knowledge items assessed. Students’ perceptions of their knowledge and vocabulary and reading strategies were congruent with their content achievement. This study is one of the first to highlight the pivotal role students’ perception of vocabulary knowledge and vocabulary and reading strategies plays in science content learning. 相似文献
15.
Ummuhan Yesil-Dagli 《Early childhood research quarterly》2011,26(1):15
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate the predictive role of English letter naming fluency, initial sound fluency, and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency and to examine the variability in language and literacy skills of ELL students by their demographic characteristics. The data for this study came from the Progress Monitoring and Reporting Network (PMRN), and were collected from Florida's Reading First schools. Letter Naming Fluency, Initial Sound Fluency, and Oral Reading Fluency components of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Peabody Picture Vocabulary Test were used as measures. Hierarchical Linear Modeling was used to analyze the curvilinear growth of ELL students’ first grade oral reading fluency. The results of this study revealed that kindergarten English letter naming fluency was the best predictor and vocabulary skills were the second best predictor of oral reading fluency in the first grade, followed by initial sound fluency. On average, male ELL students compared to female ELL students, ELL students eligible for free or reduced price lunch eligibility (FRPL) compared to those not eligible for FRPL, and Hispanic ELL students compared to White ELL students read fewer words at the beginning of the first grade and showed a slower growth rate. English oral reading fluency scores of Asian ELL students were the highest. 相似文献
16.
易福蓉 《佳木斯教育学院学报》2012,(8):308-309
高职高专大学英语教学中,忽略英语词汇教学,导致目前学生高职高专学生的词汇量普遍偏低,这直接影响到他们听、说、读、写的能力,尤其给阅读带来了极大的障碍。本文总结出微观和宏观两个大方向的词汇学习策略,即:联觉音组、词缀法、词块法、词汇生活化等词汇学习方法,以期帮助高职学生提高英语词汇学习能力,达到熟练记忆并运用词汇的效果。 相似文献
17.
Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students’ self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students’ accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students’ physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students’ self-assessments, promoted content learning, and enhanced the development of self-assessment strategies. 相似文献
18.
Marie-Soleil Arcand Léonie Lemire-Théberge Marie-Hélène Guay Anne Barrette Vickie Gagnon 《Scientific Studies of Reading》2014,18(3):208-223
It was hypothesized that prosodic reading facilitates beginning readers’ comprehension by allowing them to segment the text into meaningful word groups. Two prosodic features of the oral reading of second-grade students were considered: lack of inappropriate pauses and attention to punctuation. To examine the unique contribution of these features to reading comprehension, fluency (speed and accuracy of reading) and vocabulary were controlled. As expected, both prosodic features were significantly related to comprehension, jointly explaining as much variance as fluency. Accordingly, it might be counterproductive to encourage reading speed and accuracy at the expense of prosody. 相似文献
19.
陈盛谷 《海南师范大学学报(社会科学版)》2011,24(1):145-147
英语口语是大学英语专业教学的重要内容,现行的英语口语教学课堂存有许多不尽人意之处。将英语原版电影引进大学英语口语课堂,创设口语学习语境,能激发学生的学习兴趣,帮助学生攻克语音语调训练难关,积累丰富的词汇,培养良好的语感,提高英语口语的表达能力,从而获得较佳的课堂效益。文章旨在探讨英语电影在英语口语学习中所起的作用及英语电影在大学英语口语课堂的运用。 相似文献
20.
Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations. 相似文献